MISSIONARY 
PROGRAMS  for 
SCHOOLBOYS 


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Jews 


MISSIONARY  PROGRAMS 
FOR  SCHOOLBOYS 


Edited  by 

J:  LOVELL  MURRAY 


STUDENT  VOLUNTEER  MOVEMENT 
25  MADISON  AVENUE 
NEW  YORK  CITY 


Copyright,  1914.  by 

STUDENT  VOLUNTEER  MOVEMENT 
FOR  [FOREIGN  MISSIONS 


INTRODUCTION 


The  impact  of  great  personalities  upon  any  life  is  at 
once  an  education  and  an  inspiration.  And  in  the  field 
of  foreign  missions  we  find  some  of  the  most  heroic 
and  dynamic  personalities.  There  is  here  an  almost 
unlimited  range  of  great  characters  with  whom  adoles¬ 
cent  boys  and  girls  should  become  acquainted.  It  is 
partly  for  this  immediate  effect  in  stimulating  the 
higher  elements  of  character  and  widening  the  scope 
of  sympathetic  interest  and  partly  to  furnish  a  con¬ 
genial  introduction  to  the  great  and  expanding  mis¬ 
sionary  themes  that  missionary  biographies  are  now 
so  widely  employed  as  topics  for  meetings  and  sub¬ 
jects  for  study  among  boys  and  girls. 

This  pamphlet  offers  a  number  of  programs  suitable 
for  use  in  preparatory  and  high  schools.  They  are 
not  designed  as  a  substitute  for  Mission  Study  classes. 
Already  in  many  such  institutions  successful  Mission 
Study  based  on  a  text-book  is  now  being  carried  on 
and  the  number  is  steadily  growing.  As  a  supplement 
to  the  work  of  these  classes  or  as  opening  the  way  to 
Mission  Study  the  programs  may  be  of  value.  The 
editor  has  had  the  useful  collaboration  of  Miss 'May 
Fleming  and  Messrs.  William  D.  Murray,  David  R. 
Porter  and  Paul  Micou. 

Eleven  programs  are  offered.  If  it  is  not  possible 
to  use  all  of  them  during  the  school  year  a  selection 

3 


may  be  made.  They  represent  many  types  of  men 
and  cover  most  of  the  important  mission  fields.  Where 
desired,  two  or  more  meetings  may  be  devoted  to  one 
missionary  without  any  risk  of  tediousness. 

The  programs  should  be  varied  as  much  as  possible. 
It  is  desirable  that  in  the  main  they  be  presented 
by  the  boys  themselves.  The  more  boys  who  can  take 
part  in  the  meetings  during  the  year  the  better.  One 
method  would  be  to  assign  six  or  eight  boys  to  the 
first  program,  an  equal  number  to  the  next,  and  so  on, 
certain  boys  who  have  special  interest  or  ability  being 
asked  to  participate  more  frequently  than  the  others. 

If  these  meetings  are  to  be  a  success,  they  will  de¬ 
mand  most  careful  preparation.  A  committee  of  in¬ 
fluential  boys  might  be  appointed  to  have  responsi¬ 
bility  for  the  whole  series  under  the  direction  of  a 
teacher.  All  the  details  should  be  thought  through  and 
provided  for  long  in  advance.  If  this  is  done,  the  mis¬ 
sionary  meetings  are  likely  to  prove  the  most  attractive 
meetings  of  the  year.  Special  attention  should  be  given 
to  the  announcements  of  the  meetings.  These  should 
be  made  in  a  number  of  different  ways  but  particularly 
by  personal  invitation  given  by  the  members  of  the 
committee. 

A  full  month  should  be  allowed  in  making  the  as¬ 
signments,  so  that  there  will  be  ample  time  for  what 
reading  is  necessary.  In  many  cases  a  boy  will  be 
expected  to  read  a  book  through  as  part  of  his  prep¬ 
aration. 

The  “World  Atlas  of  Christian  Missions”  will  be 

4 


found  of  great  value,  both  for  its  excellent  maps  and 
its  recent  and  reliable  statistics. 

In  each  case  one  book  is  recommended.  This  book 
should  be  supplied,  either  as  a  gift  from  some  one,  or 
paid  for  by  subscriptions,  or  purchased  by  school 
funds,  so  that  at  the  completion  of  the  course  the 
school  will  have  the  beginnings  of  a  missionary  library. 
If  possible  there  should  be  several  copies  of  the  book. 
Many  boys  no  doubt  will  be  ready  to  buy  their  own 
copies.  Other  books  are  sometimes  mentioned  which 
will  be  found  useful  for  reference,  but  the  irreducible 
minimum  will  be  one  book  for  each  program. 

Missionary  literature  for  boys  is  rapidly  growing 
both  in  volume  and  quality.  Every  boy  should  be 
urged  to  read  “The  Black  Bearded  Barbarian,”  “Liv¬ 
ingstone  the  Pathfinder,”  “Judson  the  Pioneer”  and 
“Uganda’s  White  Man  of  Work” — all  written  ex¬ 
pressly  for  older  boys  within  the  past  four  or  five 
years.  “A  Memorial  of  Horace  Tracy  Pitkin”  and 
other  volumes  mentioned  will  not  prove  too  difficult 
for  the  more  advanced  students.  On  pages  52  and  53 
there  is  given  a  list  of  some  of  the  best  available  mis¬ 
sionary  books  for  boys. 

All  of  the  books  and  other  material  referred  to  in 
the  programs  that  follow  will  be  found  listed  on  pages 
54  to  56,  with  the  price  given  in  each  case.  Any  of 
this  literature  may  be  ordered  through  the  Student 
Volunteer  Movement. 

It  will  add  to  the  interest  of  the  meetings  if  certain 
accessories  are  provided.  Maps  of  the  countries  con- 

5 


cerned  should  hang  on  the  wall.  Large  photographs 
of  the  missionaries  under  consideration  should  be  on 
view,  if  possible.  Other  pictorial  material  may  be  used 
by  means  of  stereoscope,  radioscope,  etc.  At  times  a 
few  curios  may  be  shown. 

While  the  programs  have  been  prepared  with  boys 
particularly  in  mind,  they  would  be  almost  equally 
suitable  for  use  among  school  girls.  In  this  case,  how¬ 
ever,  the  list  should  include  certain  missionary  hero¬ 
ines,  such  as  Mrs.  Gamewell  of  Peking  and  the  first 
Mrs.  Judson.  Very  interesting  biographies  of  these  two 
women  missionaries  have  been  written  for  girls  under 
the  respective  titles  “Under  Marching  Orders”  (40 
cents,  paper;  60  cents,  cloth)  and  “Ann  of  Ava”  (60 
cents),  both  by  Miss  Ethel  D.  Hubbard.  It  will  not 
prove  too  difficult,  with  this  material,  to  arrange  very 
attractive  programs. 

The  Educational  Secretaries  of  the  Student  Volun¬ 
teer  Movement  will  be  glad  to  furnish  any  possible 
assistance  with  reference  either  to  these  programs  or 
to  Mission  Study  classes  of  school  boys  or  school 
girls.  J.  Lovell  Murray. 


6 


PRAYERS 


IN  BEHALF  OF  ALL  MEN 

OGOD,  who  hast  made  of  one  blood  all  nations 
of  men  for  to  dwell  on  the  face  of  the  whole 
earth,  and  didst  send  thy  blessed  Son  to  preach 
peace  to  them  that  are  far  off  and  to  them  that 
are  nigh;  Grant  that  all  men  everywhere  may  seek 
after  thee  and  find  thee.  Bring  the  nations  into 
thy  fold,  and  add  the  heathen  to  thine  inheritance. 
And  we  pray  thee  shortly  to  accomplish  the  num¬ 
ber  of  thine  elect,  and  to  hasten  thy  kingdom; 
through  the  same  Jesus  Christ  our  Lord.  Amen. 


FOR  THE  INCREASE  OF  THE  MINISTRY 

OLORD  JESUS  CHRIST,  who  didst  command 
thy  disciples  to  pray  the  Lord  of  the  harvest 
that  he  would  send  forth  laborers  into  his  har¬ 
vest;  We  beseech  thee  graciously  to  increase  the 
number  of  faithful  ministers  of  thy  Word  and 
Sacraments,  and  to  send  them  forth  among  all 
nations  of  men;  that  perishing  souls  may  be 
saved,  and  the  bounds  of  thy  blessed  kingdom  be 
enlarged.  We  ask  it,  O  merciful  Saviour,  for  the 
glory  of  thy  Name,  who  livest  and  reignest  with 
the  Father  and  the  Holy  Ghost,  one  God,  world 
without  end.  Amen. 


7 


AFRICA 


DAVID  LIVINGSTONE 

Recommended  book :  Basil  Mathews’  “Livingstone 

the  Pathfinder.” 

We  begin  the  series  of  missionary  programs  with  a 
meeting  on  David  Livingstone  who  is  commonly  re¬ 
garded  as  the  world’s  greatest  missionary.  If  there 
is  one  missionary  more  than  another  with  whom  boys 
should  be  familiar  it  is  this  great  Gospel  forerunner  in 
Africa. 

As  the  year  1913  was  observed  the  world  over  as  the 
Livingstone  Centenary  Year,  and  attention  was  directed 
to  him  in  schools  and  churches,  there  will  probably  be 
a  number  of  boys  in  every  school  who  have  read  an 
account  of  Livingstone’s  life.  This  meeting  should 
be  designed  to  clarify  and  conserve  the  impressions 
already  received  by  those  who  have  read  a  Livingstone 
biography,  as  well  as  to  bring  to  those  who  have  not 
done  so,  some  of  the  outstanding  features  of  his  spirit 
and  service. 

The  book  by  Mr.  Mathews  is  one  of  the  best  books 
for  boys  in  the  English  language.  It  thrills  and  in¬ 
spires  and  educates.  The  main  features  of  the  mis¬ 
sionary’s  life  and  work  are  given  and  the  dynamic  of 
his  wonderful  spirit  is  strong  on  every  page.  The 
meeting  should  be  made  the  occasion  to  urge  every  boy 

8 


who  has  not  done  so  to  read  this  book.  Many  other 
biographies  of  Livingstone  are  available.  A  very 
vivid  and  satisfactory  one  was  written  by  the  late  Sil¬ 
vester  Horne,  of  the  British  House  of  Commons,  un¬ 
der  the  title  “The  Life  of  Livingstone.”  The  fuller 
account,  “The  Personal  Life  of  David  Livingstone,” 
by  Blaikie,  however,  still  remains  the  standard  biog¬ 
raphy.  A  copy  of  this  should  be  on  hand,  if  possible, 
for  reference  in  preparing  for  the  meeting. 

It  will  be  well  also  to  have  displayed  on  the  walls 
quotations  from  Livingstone,  e.  g.,  “Anywhere  pro¬ 
vided  it  be  forward,”  “I  will  place  no  value  on  any¬ 
thing  I  have  or  may  possess,  except  in  relation  to  the 
Kingdom  of  Christ,”  “I  will  open  up  a  way  into  the 
interior,  or  perish,”  etc. 

There  might  also  be  hanging  on  the  walls  maps  of 
Africa  showing,  e.  g.,  Livingstone’s  journeys,  Africa 
then  and  now,  etc.  These  may  be  prepared  by  the  boys. 

No  set  program  for  a  Livingstone  meeting  is  here 
proposed.  The  style  of  meeting  will  vary  according 
to  different  types  of  institutions  and  the  speaking 
material  available.  Only  a  few  outstanding  topics 
can  be  considered  in  any  one  meeting.  If  possible 
more  meetings  than  one  should  be  devoted  to  this 
subject. 

About  eight  boys  should  be  asked  to  read  in  advance 
the  book  by  Mathews.  To  these  the  special  assign¬ 
ments  will  be  given  and  they  will  be  expected  to  take 
the  lead  in  any  informal  discussions  that  may  be  called 
for. 


9 


The  following  features  may  be  utilized  in  the 
program : 

The  leader  of  the  meeting  should,  with  the  help  of 
the  map,  give  a  very  rapid  sketch  of  the  main 
events  and  movements  of  Livingstone’s  life. 

A  few  boys  should  report  in  a  minute  or  so  each  the 
features  of  the  biography  of  Livingstone  which 
most  impressed  them. 

Time  may  well  be  taken  for  one  or  two  readings, 
e.  g.,  letters  or  other  extracts  from  the  longer 
biographies,  striking  references  to  Livingstone 
from  other  books  or  magazine  articles,  poems  like 
Whitman’s  “Pioneers,”  Kipling’s  “The  Explorer,” 
quotation  from  “Punch”  on  the  death  of  Liv¬ 
ingstone,  etc. 

Tableaux  or  pageants  illustrative  of  striking  events 
in  Livingstone’s  life,  e.  g.,  the  meeting  of  Stanley 
and  Livingstone,  might  be  simply  prepared  and 
would  be  very  effective. 

To  stimulate  careful  work  an  essay  contest  on  such 
a  theme  as  “The  story  I  like  best  about  Living¬ 
stone,  and  why”  might  be  announced  in  advance. 
The  two  or  three  best  essays  might  be  read  in  the 
meeting.  Even  if  no  contest  has  been  held,  essays 
on  such  a  theme  would  probably  add  to  the  meet¬ 
ing’s  interest. 

It  would  not  take  long  to  exhibit  some  pictorial  ma¬ 
terial,  including  photographs  of  Livingstone  (a 
bromide  enlargement  or  lithograph  should  be  be¬ 
fore  the  meeting)  and  of  missionary  life  and  work 


10 


in  Africa — in  the  form  of  picture  post  cards,  or 
pictures  shown  by  stereoscope,  radioscope  or 
stereopticon. 

There  may  be  time  for  a  few  brief  papers,  discus¬ 
sions  or  talks  on  such  additional  themes  as  these : 

Livingstone’s  reasons  for  becoming  a  mis¬ 
sionary. 

What  were  the  difficulties  which  Livingstone 
had  to  overcome  before  going  to  Africa? 

Why  did  he  go  back  the  second  time? 

The  most  interesting  events  in  Livingstone’s 
life. 

What  was  the  hardest  test  that  came  to  Living¬ 
stone  ? 

What  was  the  greatest  thing  Livingstone  ever 
did? 

What  were  the  chief  difficulties  which  he  met  in 
Africa? 

Livingstone’s  Black  Friends.  (The  Nasick 
boys:  Susi  and  Chuma,  etc.) 

Why  do  you  regard  Livingstone  as  a  great  mis¬ 
sionary  ? 

What  was  the  finest  thing  in  Livingstone’s 
character  ? 

Which  of  Livingstone’s  sayings  impresses  you 
most? 

“The  Open  Sore  of  the  World.” 

The  African  Slave  Trade  To-day. 

Prayers  may  be  offered  at  the  close  of  the  meeting 
for  those  who  have  followed  the  pathfinder  and  are 


11 


to-day  at  work  in  Africa,  and  for  the  raising  up  of 
many  more  of  like  spirit  to  give  the  Gospel  to  all  the 
pagan  populations  of  the  world. 

Some  good  hymns  for  this  meeting  would  be  “O 
Jesus,  I  have  promised,”  “Jesus  shall  reign  where’er 
the  sun,”  and  “The  morning  light  is  breaking.” 


12 


AFRICA 


ALEXANDER  M.  MACKAY 

Recommended  book:  Sophia  L.  Falls’  “Uganda’s 

White  Man  of  Work.” 

Perhaps  the  best-known  missionary  to  Africa,  next 
to  David  Livingstone,  is  Mackay  of  Uganda.  A  pro¬ 
gram  dealing  with  him  will  not  only  bring  out  the  in¬ 
spiring  qualities  of  this  heroic  character  but  will  show 
how  useful  a  part  industrial  work  plays  in  the  mis¬ 
sionary  enterprise. 

In  advertising  the  meeting  the  title  by  which  Mac¬ 
kay  was  known  to  the  Africans,  “Uganda’s  White  Man 
of  Work,”  may  be  used.  Some  one  will  be  found  in 
the  school  who  can  copy  for  a  poster  the  cover  design 
of  the  book  bearing  this  title.  Certain  chapter  head¬ 
ings  of  this  volume  would  make  good  sub-captions  for 
the  advertisement.  The  book,  which  was  written  for 
boys,  should  be  exhibited  at  the  meeting  and  com¬ 
mended  as  a  well-written  volume,  abounding  in  ad¬ 
venture  and  worth  any  boy’s  while  to  read.  It  would 
be  well  to  have  on  hand  also,  for  reference,  the  stand¬ 
ard  biography  by  his  sister,  “The  Story  of  Mackay 
of  Uganda.” 

For  the  Scripture  lesson  read  about  an  old-time  mas¬ 
ter  workman  and  how  he  impressed  the  non-Christian 
peoples  about  him.  Nehemiah  4:  1-6,  21,  23;  6:  15, 

13 


16.  Hymns  of  work  should  be  sung,  such  as  “Work 
for  the  night  is  coming,”  “Go  labor  on,”  etc.  The 
leader  of  the  meeting  should  be  prepared  to  give  very 
briefly  at  the  opening  an  account  of  Mackay’s  parent¬ 
age  and  birthplace.  (These  facts  are  given  in  “The 
Story  of  Mackay  of  Uganda,”  Chapter  I.) 

1.  Map  Work.  Procure  an  outline  map  of  Africa. 
Cover  over  with  white  paper  all  sections  of  the  coun¬ 
try  unexplored  at  the  time  of  Mackay’s  birth.  Men¬ 
tion  the  explorations  during  his  early  life,  and  while 
doing  so  remove  as  much  as  is  proper  of  the  paper 
which  hides  the  map.  (These  facts  can  be  obtained 
from  Chap.  I  and  pages  36,  37  and  58  of  “The  Story 
of  Mackay  of  Uganda.”)  Tell  of  Stanley’s  journey 
which  brought  him  to  Uganda,  and  read  aloud  his  let¬ 
ter  to  the  English  people  (Chap.  I  of  “Uganda’s  White 
Man  of  Work”).  Describe  the  response  of  the  Church 
Missionary  Society  (pp.  22-26).  During  this  talk  and 
throughout  the  program  the  leader  should  mark  im¬ 
portant  places  as  they  are  mentioned  (see  the  map 
facing  Chap.  I).  Mackay’s  journeys  should  be  indi¬ 
cated  in  the  same  way. 

2.  Mackay’s  Training  and  His  Call. 

His  delight  as  a  boy  in  manual  work,  pp.  26,  27. 
The  call  and  his  decision,  pp.  28,  29.  His  spirit, 
p.  30.  The  rest  of  the  party,  p.  30. 

3.  Mackay  as  a  Road-Builder. 

Make  clear  that  other  members  of  the  party  have 

preceded  him  and  reached  Uganda,  pp.  47, 
70-83.  Mackay  turned  back  by  sickness,  p.  46. 


14 


Building  the  road  to  Mpwapwa,  pp.  50-56. 
African  travel,  pp.  34-35,  44-45,  64-65.  Failure, 
pp.  67,  69. 

4.  Mackay  at  Court  and  as  a  Workman. 

Arrival  at  Uganda  and  reception,  p.  85.  Mackay 

the  workman,  pp.  93-95.  (If  the  larger  book  is 
available,  reference  may  be  made  also  to  the 
wonderful  house  and  cart,  pp.  218-221,  and  the 
building  of  the  “Eleanor,”  pp.  249-252.) 

5.  Mackay  as  Printer  and  Teacher. 

As  translator  and  printer,  pp.  107-108.  As  teacher, 
pp.  97-98.  (His  work  as  a  physician  may  be 
included  in  this  talk  or  paper.  See  “The  Story 
of  Mackay  of  Uganda,”  pp.  152,  203,  205,  207.) 

6.  Mackay  Rebuking  a  King. 

The  incident  of  the  “lubare,”  pp.  111-134.  Re¬ 
buking  the  king,  pp.  101-102.  Same  fearless 
attitude  to  new  king,  pp.  222-223. 

7.  Persecution. 

Arab  opposition,  pp.  135-154.  Persecution,  pp. 
195-222. 

8.  The  Close  of  a  Great  Life. 

The  story  of  the  close  of  Mackay’s  life  is  given 
in  pages  250-270.  Was  this  really  the  end  of 
his  career?  (If  the  larger  book  is  at  hand,  the 
boy  presenting  this  theme  may  include  an  ac¬ 
count  of  Stanley’s  visit,  pp.  301-303.) 

About  five  minutes  may  be  allowed  for  each  of  the 
subjects.  A  little  longer  may  be  given  to  subject  1, 

15 


which  should  be  dealt  with  by  a  teacher  or  one  of  the 
older  boys. 

The  leader  may  here  describe  briefly  and  graph¬ 
ically  the  Uganda  of  to-day,  as  shown,  e.  g.,  in  the 
dedication  of  the  Cathedral  there  in  1904.  (See  Post- 
lude,  “Does  it  pay?”). 

The  leader  may  now  call  for  a  free  expression  of 
opinion  as  to  the  elements  of  Mackay’s  character  and 
equipment  that  chiefly  contributed  to  the  success  of  his 
work,  putting  down  each  one  on  the  blackboard  as  it 
is  mentioned.  The  lesson  to  be  learned  from  the 
complete  consecration  of  this  ten-talent  man  may  be 
forcibly  brought  home.  Brief  closing  prayers  may 
focus  upon  the  raising  up  of  worthy  successors,  upon 
the  Uganda  Church  of  to-day  and  upon  the  complete 
evangelization  of  Africa. 


16 


INDIA 


WILLIAM  CAREY 

Recommended  book:  George  Smith’s  “The  Life  of 

William  Carey.” 

The  history  of  missions  presents  no  greater  figure 
than  William  Carey,  known  as  the  father  of  modern 
missions.  His  determined  zeal  for  the  evangelization 
of  the  world  at  a  time  when  missionary  work  seemed 
an  interference  with  the  Almighty,  and  the  resulting 
formation  of  the  first  Missionary  Society,  would  have 
made  him  famous  had  he  never  gone  to  the  field  him¬ 
self.  His  work  as  a  preacher  and  as  the  founder 
of  twenty-six  mission  stations  in  India,  his  Bible  trans¬ 
lations  and  his  remarkable  missionary  spirit  are 
worthy  of  careful  study.  Boys  are  readily  interested 
in  the  progress  of  India  and  will  appreciate  the  fact 
that  an  account  of  it  would  be  incomplete  without 
taking  note  of  the  achievements  of  this  pioneer  mis¬ 
sionary. 

Incidentally,  this  meeting  will  lay  foundations  for 
answering  the  hostile  critic  of  missions.  It  should 
show  indirectly  the  reasons  for  the  missionary  enter¬ 
prise  and  the  dignity  and  variety  of  the  task.  As 
many  of  the  details  given  in  Smith’s  life  of  Carey 
would  be  cumbersome  or  inappropriate  reading  for 
boys,  the  faculty  adviser  should  select  with  care 

17 


portions  for  assignments  to  those  who  are  making 
specific  preparation  for  the  meeting.  These  are  indi¬ 
cated  in  the  following  program : 

Hymn:  Onward  Christian  soldiers. 

Prayer. 

Scripture:  Isaiah  54:2-3,  the  text  of  Carey’s  sermon: 
“Expect  great  things  from  God ;  attempt  greal 
things  for  God.” 

Romans  10:12-15,  Carey’s  argument  for 
missions. 

Isaiah  35  :l-2,  the  result  of  his  work. 

Topics : 

I.  Carey’s  College.  See  Chapter  I. 

What  were  Carey’s  special  interests? 

Why  was  his  shoe-shop  called  a  college? 

Describe  his  early  training  and  home. 

II.  Carey’s  Interest  in  Missions  and  its  Re¬ 
sult.  See  Chapter  II. 

His  map  and  prayers,  pp.  22-23. 

His  written  argument  for  missions,  pp.  23-29. 

An  older  boy  might  state  briefly  Carey’s  an¬ 
swers  to  five  common  objections  to  missions,  and 
give  his  plan  for  a  missionary  society. 

Carey’s  sermon  and  its  result,  pp.  36-39;  its  far- 
reaching  influence,  pp.  243-246. 

III.  Carey’s  Journey  to  India.  See  Chapter  III. 
What  influenced  him  to  become  a  missionary?  p. 

40. 

On  what  condition  did  he  go?  p.  41. 

What  special  difficulties  did  he  meet?  E.  g.,  preju- 

18 


dice,  money,  family,  passage,  government  op¬ 
position. 

IV.  Carey’s  Early  Work  in  India.  See  Chap¬ 
ters  IV,  V,  VII. 

Why  did  he  move  so  many  times  ? 

Why  did  he  go  to  Serampore? 

A  teacher  may  summarize  the  information  in 
Chapters  IV,  V,  VII,  describing  his  varied  occu¬ 
pations,  the  life  at  Serampore,  and  the  work  at 
Calcutta,  including  a  picture  of  India  in  Carey’s 
time. 

A  boy  may  point  out  on  a  map  of  India  some 
of  the  mission  stations  established  by  Carey. 

V.  Carey’s  First  Convert,  pp.  97,  105,  113,  117. 
The  story  of  his  baptism. 

Why  is  he  especially  interesting? 

Other  converts,  p.  114. 

Hymn:  Jesus  and  shall  it  ever  be,  A  mortal  man 
ashamed  of  Thee?  (Sung  at  the  baptism  of  Felix 
Carey  and  Krishna  Pal.) 

The  following  topics  may  be  presented  by  boys  who 
have  special  interests  along  these  lines : 

VI.  Carey  as  Bible  Translator,  pp.  175-181, 
182,  188,  196-199,  200. 

Why  did  Carey  regard  this  work  as  important? 
What  difficulties  did  he  cope  with  ? 

What  did  he  accomplish?  How? 

VII.  Carey  as  Philanthropist. 

First  Oriental  newspaper,  p.  204. 

Opposition  to  heathen  sacrifices  of  women  and 

19 


children,  pp.  206,  208,  last  paragraph  beginning 
on  page  209. 

Establishment  of  a  leper  hospital  in  Calcutta,  p. 
214. 

Establishment  of  benevolent  institutions  for  chil¬ 
dren  of  destitute  parents,  p.  111. 

Savings  banks  reform,  p.  235. 

His  personal  charity. 

VIII.  Carey’s  Work  as  Educator,  pp.  107,  108, 
156,  162-165,  173,  273,  275,  279,  280,  281. 

His  vernacular  schools.  The  College  of  Fort 
William;  Serampore  College. 

His  books,  pp.  203,  286. 

General  discussion  (last  few  minutes  of  program)  : 

Did  Carey  accomplish  more  for  missions  by  his 
work  in  England  or  by  that  in  India? 

In  what  activity  in  India  did  he  make  the  greatest 
contribution  to  missionary  work  ? 

What  do  you  admire  most  in  Carey  ?  Why  ? 

Hymn :  Beneath  the  Cross  of  Jesus. 

Prayer :  That  Missionary  Societies  may  find  men 

with  Carey’s  missionary  spirit  to  continue  the 

work  in  India  this  year. 

That  we  may  be  faithful  in  “holding  the  ropes.” 

Thanksgiving  for  the  victories  of  missions  in  India. 


20 


r 


INDIA 


ADONIRAM  JUDSON 

Recommended  book:  J.  Mervin  Hull’s  “Judson,  the 

Pioneer.” 

The  other  missionary  to  India,  whose  life  we  take 
up  in  this  program,  is  Judson,  of  Burma.  Here  we 
are  dealing  with  one  of  the  great  figures  of  missionary 
history,  a  man  who  brings  us  as  close  to  the  beginnings 
of  America’s  missionary  interest  as  Carey  brings  us  to 
the  dawn  of  the  modern  mission  era  in  Great  Britain. 
His  life  abounds  in  dramatic  situations.  Much  should 
be  made  of  the  contrast  in  missionary  conditions  then 
and  now.  Ample  material  bearing  on  Judson  is  avail¬ 
able,  as  1914  has  been  observed  as  the  Judson  Cen¬ 
tenary  Year  and  a  great  deal  has  recently  been  writ¬ 
ten  about  his  life  and  work.  Reference  should  be 
prominently  made  to  the  story  of  his  life  specially 
written  for  older  boys  under  the  title  “Judson,  the 
Pioneer.”  The  author  has  succeeded  in  writing  a 
vivid  narrative  that  boys  will  delight  to  read.  The 
book  should  be  exhibited  at  the  meeting.  Lantern 
slides  illustrating  Judson’s  life  can  be  had  on  loan  from 
the  Missionary  Education  Movement,  156  Fifth  Ave¬ 
nue,  New  York  City.  If  possible  a  photograph  of 
Judson  should  hang  on  the  walls,  also  a  map  of  Burma. 

1 — An  appropriate  feature  of  the  program  would 

21 


be  a  five-minute  account  of  the  ‘‘haystack”  group 
at  Williams  College,  since  Judson  became  closely  iden¬ 
tified  with  this  band  of  students  at  Andover.  (See 
Hull’s  “Judson,  the  Pioneer”  and  Chapters  II  and  III 
of  Richards’  “Samuel  J.  Mills.”) 

2 —  The  leader  of  the  meeting  should  give  a  very 
rapid  sketch  of  the  career  of  Judson.  Five  minutes 
or  so  should  suffice  for  this,  as  many  details  will  be 
brought  out  later  in  the  meeting. 

3 —  To  emphasize  the  striking  difference  between  the 
conditions  of  Judson’s  time  and  those  of  to-day,  papers 
or  talks,  covering  in  all  about  ten  minutes,  may  be 
offered  on  such  questions  as  these: 

What  objections  were  raised  in  Judson’s  day  to  the 
missionary  undertaking?  How  do  they  compare 
with  the  objections  offered  to-day?  (See  Mur¬ 
ray’s  “The  Apologetic  of  Modern  Missions.”) 

What  were  the  chief  difficulties  that  confronted  Jud¬ 
son?  To  what  extent  would  they  face  a  mission¬ 
ary  going  to  Burma  this  year  ? 

A  map  of  Burma  showing  the  places  prominent  in 
Judson’s  work  and  marking  in  another  color  the  mis¬ 
sion  stations  of  to-day  might  be  prepared.  (See  plate 
11  of  the  Atlas.) 

4 —  By  all  means  an  account  should  be  given  of  Ann 
Hasseltine,  Judson’s  wife,  not  so  much  because  she  was 
one  of  the  most  charming  and  brave  and  Christlike 
of  missionary  heroines  as  because  she  shared  so  largely 
in  her  husband’s  labors  and  privations.  (See  Miss 


22 


Hubbard’s  “Ann  of  Ava.”)  Eight  minutes  might  be 
allowed  for  this. 

5 — Three  or  four  boys  who  have  read  the  book 
might  be  asked  to  answer  in  turn  each  of  these  ques¬ 
tions  (if  answers  are  given  rapidly  two  or  three  min¬ 
utes  will  suffice  for  each  question)  : 

(1)  What  quality  in  Judson’s  character  has  im¬ 
pressed  you  most? 

(2)  What  was  the  most  thrilling  event  of  his  life? 

(3)  What  best  proved  his  devotion? 

(4)  What  was  the  greatest  thing  he  accomplished? 

(5)  What  saying  of  Judson’s  do  you  consider  the 
most  inspiring? 

Some  other  topics  may  be  dealt  with,  such  as  these : 

(1)  What  became  of  the  other  members  of  Judson’s 
group  at  Andover? 

(2)  What  chiefly  decided  Judson  to  become  a  for¬ 
eign  missionary? 

(3)  Why  was  the  religion  of  the  Burmese  not  suffi¬ 
cient  for  them? 

(4)  What  was  Judson’s  greatest  gift  to  Burma? 

(5)  What  did  Judson  accomplish  as  a  translator 
that  he  could  not  have  done  as  a  preacher  ? 

The  number  of  these  topics  to  be  dealt  with  and  the 
time  allowed  for  each  will  be  determined  by  the  amount 
of  time  available.  They  should  be  introduced  at  the 
most  appropriate  stages  in  the  program. 


23 


THE  MOSLEM  WORLD 


ION  KEITH-FALCONER 

Recommended  book:  Robert  Sinker’s  “Memorials  of 

Ion  Keith-Falconer.” 

A  series  of  missionary  programs  covering  the  lead¬ 
ing  missionary  countries  of  the  world  would  be  incom¬ 
plete  without  at  least  one  representing  the  Moslem 
World.  This  field  has  particular  claim  because  of  its 
extent  (there  are  over  200  million  Moslems),  its  diffi¬ 
culty,  its  present  opportunity  and  the  scant  attention 
it  has  received  from  the  Christian  West.  No  Moham¬ 
medan  country  is  more  typical  than  Arabia,  for  there 
Mohammed  was  born,  there  the  faith  he  established 
had  its  early  career  and  still  maintains  its  religious 
headquarters,  and  there,  without  any  admixture  of 
foreign  influence,  Islam  has  worked  out  its  logical  re¬ 
sults  in  individual  and  social  life. 

The  Hon.  Ion  Keith-Falconer  did  not  have  many 
years  to  give  to  Arabia.  But  his  undertaking,  his 
method  and  his  spirit  are  representative  of  the  best 
that  Christianity  has  done  for  Mohammedan  coun¬ 
tries.  Moreover,  there  were  many  noble  elements  in 
his  character,  he  was  singularly  gifted  and  there  is  a 
peculiar  appeal  in  the  example  of  this  titled  young 
Cambridge  man  choosing  the  most  difficult  career  pos¬ 
sible  and  sacrificing  his  life  in  it  within  a  few  short 


24 


years.  For  these  reasons  he  has  been  selected  as  a 
representative  apostle  to  the  Moslems. 

The  biography  by  Sinker  is  standard  and  will  prove 
interesting  to  all  older  school  boys.  It  furnishes  all 
the  material  needed  in  preparation  for  the  meeting 
with  the  exception  of  the  fifth  item  in  the  suggested 
program  that  follows.  For  that  subject  Dr.  Zwemer’s 
“Islam:  A  Challenge  to  Faith”  will  be  found  most 
useful.  Some  salient  information  is  given  in  his 
pamphlet  “The  Moslem  Problem  and  Peril.  Facts  and 
Figures  for  Laymen.” 

In  the  program  given  below,  seven  boys  and  one 
teacher,  besides  the  leader,  will  participate.  Each  of 
these  should  read  the  recommended  book  in  advance. 
If  this  is  not  possible,  each  should  read  carefully  the 
briefer  sketch  of  Keith-Falconer  given  in  Dr.  Speer’s 
“Servants  of  the  King,”  and  the  portion  of  Sinker’s 
book  dealing  with  his  special  theme. 

A  map  showing  the  extent  of  the  Moslem  World 
should  be  before  the  audience.  If  the  large  missionary 
map  of  the  world  showing  in  colors  the  prevailing  re¬ 
ligions  of  mankind  or  a  map  of  the  Moslem  World  is 
not  available,  an  outline  map  of  the  world  should  be 
procured  and  the  areas  where  Islam  prevails  colored 
in  green.  The  data  for  this  may  be  obtained  from 
Zwemer’s  “Islam :  A  Challenge  to  Faith.” 

If  each  participant  in  the  program  observes  the  lim¬ 
its  of  the  time  allowed  him,  there  will  be  opportunity 
at  the  close  of  the  meeting  for  the  leader  to  tell  of  the 
Christian  work  now  being  carried  on  around  the  edge 

25 


of  Arabia.  A  sketch  map  of  Arabia  may  be  prepared 
with  the  various  stations  marked.  (See  the  “World 
Atlas  of  Christian  Missions,”  plate  14.)  Special  men¬ 
tion  should  be  made  of  the  interesting  work  of  the 
University  of  Michigan  at  Busrah.  (For  information 
regarding  this,  see  article,  “Some  Modern  Arabian 
Knights”  in  The  Missionary  Review  of  the  World, 
October,  1914.) 

A  fitting  Scripture  reading  would  be  Numbers  13: 
25-33.  “Faith  of  our  fathers,”  “When  I  survey  the 
wondrous  Cross”  and  “Send  Thou,  O  Lord,  to  every 
place”  would  be  appropriate  hymns.  The  meeting 
should  be  brought  to  a  close  with  prayer  that  we  may 
all  have  as  true  a  sense  of  values  as  Keith-Falconer 
had  and  that  the  Moslem  World  may  transfer  its  alle¬ 
giance  from  the  Prophet  of  Arabia  to  the  Son  of  God. 

The  following  additional  items  are  suggested  for  the 
program : 

1.  An  account  of  Keith-FalConer’s  ancestry  and 
childhood.  This  should  be  limited  to  three  min¬ 
utes. 

2.  A  description  of  Harrow  as  a  typical  English 
Public  School  and  of  Keith-Falconer’s  life  there. 
Five  minutes  or  more  to  be  allowed  for  this. 

3.  Brief  accounts — 3  minutes  each — by  three  stu¬ 
dents  of  the  special  accomplishments  of  Keith- 
Falconer’s  student  days  which  gave  him  great  in¬ 
fluence  with  his  fellow-students. 

(a)  His  athletic  ability. 

(b)  His  scholarship. 

(c)  His  skill  at  shorthand. 


26 


4.  A  sketch  of  his  Cambridge  life.  How  did  he 
use  his  influence  there  for  Christ?  Five  minutes 
might  be  given  to  this. 

5.  “The  Evangelization  of  the  Mohammedans  is 
the  hardest  task  on  earth.”  Have  a  teacher  tell 
why  such  a  statement  is  true.  This  talk,  to  which 
ten  minutes  could  be  given,  might  include  a  brief 
statement  of  the  leading  doctrines  of  Mohamme¬ 
danism,  and  be  followed  by  the  repeating  of  the 
Apostles’  Creed  and  an  open  discussion  of  the 
question,  What  great  religious  truths  do  we  Chris¬ 
tians  possess  which  the  Mohammedans  need  to 
have? 

6.  A  five-minute  account  of  Keith-Falconer’s  work 
in  Arabia  and  his  plans  and  hopes  for  the  mission. 

7.  Statements  by  several  boys  in  a  sentence  each 
of  the  lessons  we  ought  to  take  from  such  a  life. 


27 


THE  PACIFIC  ISLANDS 


JOHN  G.  PATON 

Recommended  book:  James  Paton’s  “The  Story  of 
John  G.  Paton,”  1898  edition. 

Stories  of  the  South  Seas  always  have  a  romantic 
attraction  for  boys  who  have  read  books  of  adventure. 
Most  boys  are  familiar  with  the  blood-curdling  affairs 
of  certain  piratical  buccaneers  who  have  decorated  in 
red  the  pages  of  popular  fiction.  Not  so  many  are 
aware  of  the  equally  thrilling  experiences  through 
which  bold  missionaries  have  in  bitter  reality  passed 
in  these  same  areas  and  among  these  same  savages. 
Of  such  missionary  heroes  none  is  more  widely  known 
or  more  truly  representative  than  John  G.  Paton,  mis¬ 
sionary  to  the  New  Hebrides. 

The  main  objective  of  the  meeting  should  be  to 
bring  out  the  power  of  the  Gospel,  when  plainly  told 
and  simply  lived  by  a  true-hearted  messenger,  to  trans¬ 
form  the  most  depraved  of  men  and  of  races.  Let  it 
be  impressed  upon  every  boy  who  is  to  take  part  in 
the  meeting  that  this  is  the  real  aim  and  that  his  share 
in  the  program  should  contribute  to  it.  Running  com¬ 
ment  by  the  leader  will  help  to  bring  out  the  central 
idea.  Through  it  all,  of  course,  there  will  stand  out 
the  massive  personality  of  the  self-sacrificing,  daunt¬ 
less,  obedient  servant  of  Christ. 


28 


The  book  recommended  for  use  in  preparation, 
“The  Story  of  John*  G.  Paton,”  was  written  for  young 
people,  by  the  great  missionary’s  brother.  If  further 
material  is  needed  it  will  be  found  in  “John  G.  Paton. 
An  Autobiography.” 

The  sustained  interest  of  this  life  will  justify  a  pro¬ 
gram  in  which  its  main  features  and  incidents  are  nar¬ 
rated  in  sequence.  Eight  boys  should  be  asked  to  pre¬ 
pare,  by  reading  an  assigned  section  (if  not  all)  of  the 
book,  to  present  a  brief  account  of  different  periods  of 
the  missionary’s  life.  An  average  of  five  minutes 
would  be  sufficient  for  each. 

A  sketch  map  of  the  New  Hebrides  group  of  islands 
may  easily  be  prepared,  indicating  the  points  of  chief 
interest  in  Paton’s  work.  A  bromide  enlargement 
photograph  of  the  veteran  missionary  should  hang  on 
the  wall. 

A  suitable  Scripture  passage  would  be  Numbers  12: 
25-30.  “O  thou  by  long  experience  tried”  and  “O  Zion 
haste”  would  be  appropriate  hymns.  At  the  close  of 
the  meeting  prayers  may  be  offered  for  the  military, 
commercial,  and  diplomatic  representatives  of  Chris¬ 
tian  lands  who  have  dealings  with  the  Islanders  of  the 
South  Seas,  that  they  may  worthily  represent  Christ, 
and  for  great  victories  of  the  Gospel  as  the  outcome 
of  all  the  labor,  suffering  and  martyrdom  of  devoted 
missionaries  who  have  gone  to  those  islands. 

The  narrative  of  Paton’s  life  may  be  introduced  in 
a  five-minute  statement  by  the  leader  covering  Paton’s 
early  life  as  follows : 


29 


When  and  where  born,  and  profession  of  his 
father,  17;  the  cottage  home,  21;  his  father’s 
religious  character,  21,  22,  28-31 ;  his  early 
missionary  decision,  31 ;  standing  firm  for  Christ, 
35;  getting  useful  experience,  36;  leaving  home, 
37-38;  success  as  a  teacher  against  heavy  odds, 
43-44. 

At  this  point  the  following  eight  sections  of  the 
biography  may  be  covered  by  as  many  boys  in  brief 
papers  or  talks : 

1.  Success  as  a  city  missionary.  Should  he  have 
left  this  work?  45-48;  his  own  reason  for  going, 
55-60;  meeting  opposition  and  his  parents’  atti¬ 
tude,  61 ;  his  own  ultimate  satisfaction  in  his 
choice,  328. 

(The  leader  may  here  bring  out  incidentally,  but 
very  effectively,  the  essential  nature  of  the  foreign 
missionary  call.) 

2.  First  impression  of  heathenism,  67-70 ;  learning 
the  language,  71;  the  native  religion,  72;  loss  of 
wife,  77-78  (may  be  merely  mentioned,  if  neces¬ 
sary  to  save  time)  ;  cannibalism  and  treatment  of 
women  and  children,  85-87 ;  narrow  escape,  87- 
91 ;  a  Christian  burial  with  only  heathen  present, 
93;  thieving  and  how  it  was  ended,  94-101. 

3.  More  narrow  escapes,  108-110,  120-124,  139- 
141,  150-157;  defying  death  by  sorcery,  125-128 
(the  impression  to  be  given  is  the  constant  danger 
under  which  he  lived)  ;  intervention  by  the  Com¬ 
modore,  159-160;  the  first  native  martyr,  1 10- 

30 


112;  the  first  printing  in  Tannese,  115-117;  stop¬ 
ping  war,  163-165;  (similar  incident  during  an 
Australian  money-raising  tour,  230-233). 

4.  Beginning  of  the  end  at  Tanna,  172-175  (spends 
night  in  a  canoe  but  driven  ashore  by  rough  sea)  ; 
race  for  life  to  Mr.  Mathieson’s  station,  181-189; 
the  last  awful  night,  192-196  (they  are  rescued  by 
a  trading  ship,  the  “Blue  Bell”).  Change  of  his 
plans,  203,  204;  a  “Shipping  Company  for  Jesus,” 
208;  results,  212;  sent  to  Scotland,  239,  243;  re¬ 
sults  in  men  and  money,  245-246;  troubles  over 
the  “Dayspring,”  248-254  (Marries  again  to  Miss 
Margaret  Whitecross  in  1864,  who  returns  with 
him). 

5.  Sent  to  Aniwa  instead  of  back  to  Tanna,  264; 
Old  Nowar  wants  him  back  at  Tanna,  265,  266; 
first  efforts,  272 ;  why  they  could  not  land,  268, 
277 ;  making  wood  speak,  273 ;  working  under 
suspicion,  283,  284;  the  final  equipment  of  the  sta¬ 
tion,  274;  assists  an  elopement  and  gets  a  helper, 
288-294;  sinking  the  well  “which  broke  the  back 
of  heathenism  on  Aniwa,”  297-311  (this  story  is 
a  thrilling  one  and  should  be  given  in  some  de¬ 
tail)  ;  the  first  book  and  new  eyes,  313-316. 

6.  “Knocking  the  Tevil  out,”  321-323;  under  the 
“taboo”  and  the  conversion  of  Youwili,  323-326; 
first  communion  service  on  Aniwa,  327-328 ;  death 
of  Namakei,  345,  347 ;  one  chief  dies,  another  is 
spared,  352-356 ;  how  the  church  has  done  during 
his  absence  on  a  money-raising  tour,  365-367,  392 ; 


31 


sent  abroad  for  a  steamship  for  the  mission  in 
1884-5;  his  success,  391. 

7.  The  influence  of  unchristian  white  men,  357, 
363 ;  deliberately  introduced  a  plague  of  measles 
among  the  natives,  134-139;  unsuccessful  efforts 
to  stop  the  slave  trade  in  the  New  Hebrides 
through  failure  of  United  States  to  help.  Con¬ 
trast  Noble  Old  Abraham,  pp.  101-103,  264,  and 
Kowia,  143-148,  with  a  typical  South  Sea  trader, 
103-108. 

If  “Dr.  John  G.  Paton:  Later  Years  and  Farewell,” 
by  A.  K.  Langridge,  is  available,  it  will  furnish  mate¬ 
rial  for  a  brief  closing  talk  on  the  last  years  of  the 
missionary’s  life. 

The  leader  may  now  bring  out  the  marvelous  suc¬ 
cess  of  Paton’s  work  and  of  other  missions  to  these 
islands,  after  which  a  hymn  and  two  or  three  short 
prayers  may  conclude  the  program. 


32 


THE  PACIFIC  ISLANDS 


JAMES  CHALMERS 

Recommended  book:  Richard  Lovett’s  “James  Chal¬ 
mers.” 

“Recall  the  twenty-one  years,  give  me  back  all  its 
experiences,  give  me  its  shipwrecks,  give  me  its  stand¬ 
ings  in  the  face  of  death,  give  it  me  surrounded  with 
savages  with  spears  and  clubs,  give  it  me  back  again 
with  spears  flying  about  me,  with  the  club  knocking 
me  to  the  ground — give  it  me  back,  and  I  will  still  be 
your  missionary.” 

These  ringing  words  suggest  the  spirit  of  the  man 
whose  life  is  to  be  taken  up  in  this  program.  Chalmers 
was  a  type  of  many  Crusaders  of  the  Cross  who  could 
not  resist  the  lure  of  need  and  of  difficulty  in  the 
Islands  of  the  Seas — great  souls  like  John  Williams, 
James  Calvert,  Bishop  Patteson,  and  the  Gordons  of 
Erromanga.  It  will  not  be  difficult  in  this  program 
to  bring  out  the  heroic  elements  of  pioneer  missionary 
work.  The  wholesomeness  of  the  missionary  spirit  is 
also  well  illustrated  by  Chalmers  in  his  humor,  op¬ 
timism,  breadth  of  interest,  capacity  for  friendship, 
etc. 

The  book  to  be  used  in  preparation  for  the  meeting 
is  Lovett’s  “James  Chalmers.” 

A  sketch  map  of  New  Guinea  (or  Papua)  should 

33 


j 


be  prepared  indicating  the  places  of  Chalmers’  work. 
See  map  on  page  504  of  the  book.  A  cross  (in  a  dif¬ 
ferent  color)  should  indicate  all  the  mission  stations 
now  planted  in  the  island  (see  World  Missionary  At¬ 
las,  plate  15).  Below  the  map  might  be  written  cer¬ 
tain  facts  to  show  the  present  missionary  situation  in 
New  Guinea.  Certain  utterances  of  Chalmers,  such  as 
the  one  quoted  above,  might  be  copied  and  grouped 
around  a  photograph  of  Chalmers.  The  following  say¬ 
ings  of  his  are  suggested : 

“Give  us  Christ’s  enthusiasm.” 

“I  think  the  word  ‘sacrifice’  ought  never  to  be  used 
in  Christ’s  service.” 

“The  nearer  I  get  to  Christ  and  His  cross,  the  more 
do  I  long  for  direct  contact  with  the  heathen.” 

The  leader  of  the  meeting  might  select  certain  let¬ 
ters,  or  extracts  of  letters,  written  by  Chalmers  to 
illustrate  various  points  that  are  to  be  brought  out  in 
the  meeting,  and  delegate  some  good  reader  to  become 
familiar  with  these  and  read  them,  as  called  upon, 
from  time  to  time  in  the  meeting.  The  aggregate  of 
these  readings  should  not  occupy  more  than  seven  or 
eight  minutes. 


SUGGESTED  PROGRAM 

Hymn :  “The  Son  of  God  goes  forth  to  war.” 

Prayer. 

Scripture  reading  (in  unison)  :  Ps.  46.  (Before  the 
Scripture  is  read  some  one  should  relate  the  circum- 


34 


stances,  given  on  pp.  148-149,  under  which  Chalmers 

once  read  this  Psalm.) 

Papers  (3,  3  and  5  minutes  respectively)  sketching 
Chalmers’  life,  as  follows : 

(1)  Boyhood,  call  and  preparation. 

(2)  Work  at  Erromanga  (use  map). 

(3)  Work  in  New  Guinea  (use  map). 

Hymn:  “All  hail  the  power  of  Jesus’  name.” 

Papers  or  talks  on  The  Character  of  Chalmers. 
Three  minutes  each  should  be  allowed  five  boys  to 
bring  out  the  following: 

(1)  His  Pioneer  Spirit.  Chalmers  was  a  true  pio¬ 
neer.  He  did  not  want  to  work  where  others 
were  at  work.  Even  Raratonga  was  too  civilized 
for  him.  After  the  speaker  has  shown  how  Chal¬ 
mers  exhibited  the  pioneer  spirit,  the  question 
might  be  thrown  out  for  a  brief  general  discus¬ 
sion,  What  qualifications  are  called  for  in  the 
pioneer  missionary  ? 

(2)  His  Courage.  This  speaker  should  select  some 
one  incident  to  represent  Chalmers’  fearlessness. 

(3)  His  Light-heartedness.  Here  his  sense  of  hu¬ 
mor  and  his  buoyant  optimism  may  be  illustrated. 
As  against  this  brightness  of  spirit  the  reader  se¬ 
lected  might  show  Chalmers’  frequent  sense  of 
loneliness  by  quotations  from  his  letters. 

Here  members  of  the  audience  may  be  invited  to 
suggest  other  strong  qualities  that  helped  to  make  pos¬ 
sible  his  great  success.  The  reader  may  now  be  asked 
to  read  his  last  letter,  dated  Jan.  25.  1901,  and,  if  the 

35 


story  has  not  already  been  told,  to  describe  how  Chal¬ 
mers  was  killed  by  cannibals  early  in  May  of  that  year. 
Hymn:  “Crown  Him  with  many  crowns.” 

Reading,  by  the  leader,  of  extracts  showing  Robert 
Louis  Stevenson’s  estimate  of  Chalmers,  the  mis¬ 
sionary  (see  pp.  350-361).  The  question  may  be 
asked  whether  Stevenson  spoke  too  strongly  at  any 
point  of  Chalmers’  greatness. 

Prayer  for  forgiveness  of  the  sins  of  indolence  and 
selfishness  and  for  missionaries  in  hard  places. 


36 


JAPAN 

GEORGE  LESLIE  MACKAY 

Recommended  book :  Marian  Keith’s  “The  Black 

Bearded  Barbarian.” 

Mackay  of  Formosa  is  Canada’s  most  famous  mis¬ 
sionary.  Not  only  was  he  the  first  missionary  sent  out 
by  his  Church,  but  he  was  the  pioneer  missionary  to 
North  Formosa  and  a  man  of  heroic  mould.  In  his  day 
Formosa  belonged  to  the  Chinese  Empire  and  the  in¬ 
habitants  are  still  prevailingly  Chinese,  but  the  island 
is  now  one  of  Japan’s  possessions  and  this  program  is 
therefore  classified  under  Japan. 

Six  boys  should  be  asked  to  take  the  leading  part 
in  the  meeting.  These  and  as  many  others  as  possible 
should  read  in  advance  “The  Black  Bearded  Bar¬ 
barian.”  This  stirring  account  of  Mackay’s  life,  writ¬ 
ten  for  boys,  is  in  a  fine  literary  style  and  reveals  the 
strong,  many-sided  personality  of  the  lion-hearted 
missionary.  A  copy  should  be  shown  at  the  meeting 
and  it  should  be  recommended  as  a  book  for  every 
boy  to  read.  At  one  or  two  points  a  paragraph  might 
be  read  aloud  by  the  leader  of  the  meeting. 

1.  Probably  Canada  is  now  foremost  among  Chris¬ 
tian  nations  in  missionary  interest.  Contrast  the 
situation  when  Mackay  went  out.  Why  did  peo- 

'  37 


pie  urge  him  to  stay  in  Canada?  How  did  he 
probably  reply  to  their  objections? — 6  minutes. 

2.  Ask  one  boy  to  describe  the  reception  given  to 
Mackay  by  the  Formosans,  and  also  to  tell  of  the 
“Triumphal  March”  in  Chapter  XII  of  “The 
Black  Bearded  Barbarian,”  accounting  for  the 
different  attitude  of  the  people  in  the  two  cases. — 
6  minutes. 

3.  Mackay  was  one  of  the  most  versatile  of  men. 
Some  one  should  be  asked  to  describe  the  differ¬ 
ent  kinds  of  work  he  did  and  the  opportunity  each 
of  these  gave  him  to  bring  the  people  to  know 
Christ.  This  will  bring  out  the  scientific  side  of 
his  work,  which  is  given  in  more  detail  in  “From 
Far  Formosa.” — 10  minutes. 

4.  Call  for  a  description  of  the  people  to  whom 
Mackay  came  and  of  the  task  he  faced.  Have 
the  same  speaker  outline  the  results  that  were  ap¬ 
parent  when  the  missionary’s  labors  were  ended. 
— 6  minutes. 

5.  George  Mackay  had  a  very  striking  personality. 
One  of  the  boys  might  be  asked  to  outline  the 
characteristics  that  stand  out  most  sharply  and  to 
indicate  in  particular  those  personal  qualities 
which  would  commend  his  message  to  the  natives. 
— 6  minutes. 

6.  Ten  minues  might  profitably  be  reserved  at  the 
close  of  the  meeting  for  an  informal  discussion 
of  such  questions  as  these  (only  two  or  three 
should  be  chosen)  : 


38 


(1)  What  were  the  most  useful  qualifications 
that  Mackay  brought  to  his  task  in  Formosa? 

(2)  How  did  the  missionary  prove  to  the  peo¬ 
ple  that  he  loved  them?  What  was  lovable 
in  them?  What  was  unlovable? 

(3)  What  would  one  probably  find  in  Mackay’s 
traveling  kit  when  he  went  on  a  tour  in  North 
Formosa? 

(4)  What  was  the  most  thrilling  moment  in 
Mackay’s  life? 

(5)  What  showed  up  Mackay’s  courage  most 
plainly  ?  His  attachment  to  the  Chinese  ? 
His  grit?  His  patience? 

All  who  have  read  “The  Black  Bearded  Barbarian” 
and  others  who  have  read  the  briefer  sketch  in  Chap¬ 
ter  II  of  “Effective  Workers  in  Needy  Fields”  should 
be  prepared  to  take  part  in  the  discussion. 

During  the  meeting  “Stand  up,  stand  up  for  Jesus” 
and  “Fling  out  the  banner,  let  it  float”  may  be  sung.  It 
would  be  appropriate  at  the  close  of  the  program  to 
read  Romans  1  :  14-16  and  sing  Mackay’s  favorite 
hymn  “I’m  not  ashamed  to  own  my  Lord.” 

Prayer  should  be  offered  that  the  Japanese  Govern¬ 
ment  may  be  given  wisdom  in  governing  the  Formosan 
and  Korean  dependencies,  that  the  Christians  of  For¬ 
mosa  may  be  earnest  in  living  and  spreading  their 
faith,  that  the  missionaries  may  be  protected  and  en¬ 
couraged  and  that  many  men  and  women  of  the  spirit 
of  Mackay  may  be  raised  up  to  teach  and  represent  the 
Christian  gospel  where  it  is  still  unknown. 


39 


JAPAN 


JOSEPH  HARDY  NEESIMA 

Recommended  books:  Arthur  S.  Hardy’s  “Life  and 
Letters  of  Joseph  Hardy  Neesima.”  “Effec¬ 
tive  Works  in  Needy  Fields,”  pp.  155-183. 

Among  foreigners  and  Japanese  alike,  Joseph 
Hardy  Neesima  is  recognized  as  a  maker  of  the  new 
Japan,  so  different  from  the  Japan  of  fifty  years  ago 
that  to-day  it  is  said  to  resemble  the  West  more  than 
the  East.  Although  not  a  direct  product  of  missions, 
he  will  always  be  a  witness  to  the  value  of  missions. 
But  it  is  for  his  character  as  much  as  for  his  achieve¬ 
ments  that  his  life  is  included  in  this  series. 

The  main  events  of  Neesima’s  career  are  given  in 
the  sketch  in  “Effective  Workers  in  Needy  Fields,” 
but  the  man  himself  will  be  appreciated  most  after 
reading  the  longer  life  and  especially  his  letters.  As 
many  boys  as  possible  should  read  the  sketch,  and  at 
least  four  should  read  the  first  two  chapters,  “Early 
Life”  and  “School  and  College  Days,”  in  Hardy’s  book 
as  definite  preparation  for  the  meeting.  Sufficient  in¬ 
formation  about  the  founding  and  results  of  the 
Doshisha  is  given  in  the  sketch  and  can  be  told  by 
one  boy.  Another  boy  might  be  asked  to  bring  in  sen¬ 
tences  from  Neesima’s  letters  such  as:  “If  you  will  let 
me  reach  my  aim,  I  will  never  forget  your  kindness 

40 


and  virtuousness.”  “I  believe  that  nothing  happens 
without  the  Providence  of  God.”  Others  might  tell  in¬ 
cidents  illustrating  his  personal  traits,  such  as  loyalty 
to  God,  his  family,  friends  and  country.  Short  talks 
rather  than  papers  should  be  given.  The  program  be¬ 
low  contains  topics  and  questions.  The  latter  may  be 
taken  as  a  guide  in  preparation  or  may  be  used  in  in¬ 
formal  discussion  following  the  presentation  of  the 
topics  at  the  meeting.  Photographs  of  Neesima  and 
the  Doshisha  and  a  map  of  Japan  may  be  used  to  ad¬ 
vantage. 


PROGRAM 

Hymn :  “Lord,  from  all  severed  climes  we  come.” 
Hymn :  “Awake,  my  soul,  stretch  every  nerve.” 
Prayer. 

Scripture:  Genesis  12:1-2;  Romans  8:28. 

God  uses  men  in  the  making  of  nations.  As  He 
called  Abraham  so  did  He  call  Neesima,  when  but  a 
boy,  that  the  Japanese  people  might  be  led  to  the  true 
God. 

Topics : 

I.  Neesima’s  Boyhood  in  Japan.  His  Home 
Life,  His  Education  and  His  Conversion. 

In  what  ways  was  he  like  an  American  boy? 
What  advantages  did  his  life  lack?  Were  they  a 
real  loss  to  him? 

How  was  Neesima’s  conversion  different  from 


41 


that  of  other  native  Christians  of  whom  you 
have  read,  e.  g.,  Krishna  Pal,  Carey’s  first  con¬ 
vert? 

II.  Neesima’s  Journey  to  America. 

Incidents  of  the  journey. 

Why  did  he  wish  to  go  to  America? 

What  conditions  made  it  difficult? 

Why  did  he  take  such  a  risk? 

III.  His  Education  Abroad. 

Life  at  the  Academy;  at  College;  his  travels;  his 
work  at  the  Theological  Seminary. 

How  do  you  account  for  Neesima’s  many  friend¬ 
ships  ? 

How  did  he  remain  loyal  in  his  many  relation¬ 
ships  ? 

IV.  His  Return  to  Japan. 

What  changes  did  he  find  on  his  return? 

How  was  he  received? 

V.  The  Doshisha. 

What  was  his  aim  in  founding  the  Doshisha? 

What  difficulties  did  he  encounter  and  with  what 
success  ? 

What  was  the  outcome  of  his  efforts?  (For  re¬ 
cent  statistics  of  the  Doshisha  see  “The  Chris¬ 
tian  Movement  in  Japan,  1913,”  and  for  results 
“Effective  Workers  in  Needy  Fields,”  pp.  177- 
181.) 

VI.  Neesima’s  Character  and  Influence. 

Quotations  from  letters. 

Incidents  from  his  life. 


42 


What  was  the  “great  aim”  of  his  life? 

How  do  you  account  for  his  success? 

Did  George  Leslie  Mackay  or  Neesima  meet 
greater  difficulties  in  his  work  for  Japan? 
(Older  boys  might  debate  on  this  at  another 
meeting.)  What  did  they  have  in  common? 
Why  are  institutions  like  the  Doshisha  needed  in 
Japan  to-day? 

Hymn :  “God  is  working  His  purpose  out.” 

Prayer : 

That  students  in  Japan  to-day  may  know  God  and 
become  strong  Christian  leaders  of  their  people. 
That  Oriental  students  in  America  may  find  true 
Christian  friends. 

That  Japan,  the  most  strategic  of  mission  fields,  may 
become  a  Christian  nation  in  our  lifetime. 

That  we  may  fulfil  God’s  plan  for  our  lives. 


43 


CHINA 


JAMES  GILMOUR 

Recommended  book :  Richard  Lovett’s  “James  Gil- 

mour  of  Mongolia.” 

We  are  now  to  consider  two  missionaries  to  China — 
two  out  of  a  galaxy  of  literally  thousands  who  have 
gone  out  under  their  Master’s  instructions  to  tell  His 
story  and  do  His  errand  in  the  Middle  Kingdom. 
James  Gilmour  is  the  first — Gilmour  of  Mongolia,  as 
he  is  commonly  known,  for  he  was  a  famous  pioneer 
of  the  Gospel  among  the  Mongolians. 

The  various  parts  of  the  meeting  may  be  unified  by 
having  as  the  Scripture  readings  some  of  Gilmour’s 
favorite  passages,  such  as  2  Chr.  16;  Ps.  123;  Ps.  126; 
Is.  50:  4;  Matt.  1:  21-23;  Matt.  28:  20,  by  singing 
some  of  his  favorite  hymns  and  by  having  prayers 
offered  for  the  Chinese  Christians,  for  the  school  boys 
of  China,  for  the  parts  of  China  still  unreached  by 
the  Gospel  and  for  the  children  of  missionaries  who 
are  separated  from  their  parents. 

As  the  main  source  of  information,  Lovett’s  “James 
Gilmour  of  Mongolia”  may  be  chosen.  A  great  deal 
of  additional  material  will  be  found  in  “Among  the 
Mongols”,  written  by  the  missionary  himself.  This 
has  been  described  as  “a  Robinson  Crusoe  style  of 
book.”  Another  volume  that  will  prove  very  useful  is 

44 


Lovett’s  “James  Gilmour  and  his  Boys.”  Some  pas¬ 
sages  from  this  book,  especially  some  of  the  letters  he 
wrote  to  his  sons,  might  be  read  in  the  meeting.  These 
letters  reveal  the  tender  heart  of  the  man.  The  picture 
of  the  letter  written  with  a  Chinese  pen  may  be  shown. 

Other  pictures  and  curios  borrowed  for  the  occasion 
may  be  exhibited.  There  should,  of  course,  be  a  map 
of  Mongolia  (or  of  all  China)  before  the  audience 
with  the  places  indicated  that  were  of  special  impor¬ 
tance  in  Gilmour’s  life.  On  a  blackboard  some  of  his 
utterances  that  revealed  his  character  might  be  written. 
Or  two  or  three  of  them  might  be  stenciled  and  dis¬ 
played  on  the  walls.  Here  are  some  of  Gilmour’s 
sayings  that  show  his  spirit  and  his  principles : 

“God  never  failed  those  who  trusted  in  Him.” 

“I  never  feel  that  I  have  done  as  much  as  I  might.” 

“Is  the  Kingdom  a  harvest  field?  Then  I  thought 
it  reasonable  that  I  should  seek  to  work  where  the 
work  was  most  abundant  and  the  workers  fewest.” 

“If  He  can  forward  mission  work  more  by  my 
death  than  by  my  life,  His  will  be  done.” 

“The  fire  of  God  is  upon  me  to  go  and  preach.” 

“Let  us  now  look  upon  the  things  of  time  in  the 
light  of  eternity.” 

“I  am  baffled,  battered  and  bruised  in  soul  in  many 
ways,  but,  thank  God,  holding  on  and  believing  that 
He  is  going  to  bless  me.” 

SUGGESTED  PROGRAM 

Hymn :  “In  the  secret  of  His  presence.” 


45 


Read  responsively  Psalm  123. 

Invocation  and  the  Lord’s  Prayer. 

Talk:  Mongolia  and  the  Mongolians  (with  map). 
Two  five-minute  papers  or  talks  outlining  the  life 
of  Gilmour,  one  covering  the  period  up  to  his 
return  home  and  the  other  the  remaining  period 
of  his  life. 

Hymn,  or  reading  of  some  of  Gilmours  verses. 
Paper  on  “Gilmour’s  work  as  a  missionary.” 
Reading  of  some  of  his  letters,  or  extracts  from  his 
letters,  to  his  boys. 

Symposium,  by  three  boys :  “The  best  story  I  know 
about  Gilmour.”  (In  preparation  for  this  these 
boys  should  be  directed  to  a  number  of  striking 
incidents  in  one  or  other  of  the  books  mentioned 
above.) 

Prayer. 

Hymn:  “Take  my  life  and  let  it  be,  Consecrated, 
Lord,  to  Thee.” 

Many  special  themes,  such  as  the  following,  suggest 
themselves  for  treatment  and  may  be  discussed  briefly, 
if  there  is  time,  in  the  meeting : 

How  would  you  answer  any  one  who  said  that 
Gilmour  threw  away  his  life  by  going  out  as  a 
missionary  ? 

What  made  Gilmour’s  life  worth  while? 

What  was  the  secret  of  his  perseverance? 

What  do  you  know  about  his  prayer  life? 

What  use  did  he  make  of  the  Bible? 

Describe  his  mode  of  travel. 


46 


Why  did  his  boys  find  him  such  a  good  chum  ? 

What  books  helped  him  most  ? 

What  is  the  present  condition  of  missionary  work 
in  Mongolia?  (This  topic,  if  it  is  presented  at 
all,  should  be  treated  by  a  teacher.  Material 
will  be  found  in  Cochrane’s  “A  Survey  of  the 
Missionary  Occupation  of  China,”  Zwemer’s 
‘The  Unoccupied  Fields  of  Africa  and  Asia” 
and  “The  China  Mission  Year  Book,  1913.”) 


47 


CHINA 


HORACE  TRACY  PITKIN 

Recommended  book :  Robert  E.  Speer’s  “A  Memorial 
of  Horace  Tracy  Pitkin.” 

It  will  be  fitting  to  close  the  series  of  missionary 
programs  with  the  life  of  Horace  Tracy  Pitkin.  He 
was  in  every  respect  a  modern  missionary  and  the 
whole  style  of  the  man  and  the  circumstances  of  his 
preparation  are  very  intelligible  to  the  average  school 
boy  of  to-day.  His  breeziness  and  geniality,  his  keen 
interest  in  so  many  things  that  students  in  school  and 
college  are  now  interested  in,  make  him  an  attractive 
figure  to  them.  For  this  reason  it  will  be  legitimate 
to  dwell  at  length  upon  the  period  of  Pitkin’s  life  that 
preceded  his  sailing  for  China. 

If  this  is  used  as  the  last  missionary  program  of 
the  series,  it  will  be  desirable  to  spend  a  few  minutes 
at  the  close  of  the  meeting  in  an  informal  discussion 
of  such  a  question  as,  What  are  the  essential  charac¬ 
teristics  of  a  successful  foreign  missionary?  or,  What 
qualities  were  possessed  in  common  by  all  the  mission¬ 
aries  we  have  considered?  or,  What  is  the  real  glory 
of  a  missionary  career?  The  teacher  who  has  been 
especially  related  to  the  series  of  programs  should  pre¬ 
side  at  this  meeting.  Following  the  discussion  just 
referred  to,  he  should  lead  in  a  closing  prayer  that  the 


48 


influence  of  the  meetings  may  mean  much  for  the  life 
of  the  school  and  for  the  character  and  career  of  the 
boys  who  attended. 

The  book  to  be  used  is  Robert  E.  Speer’s  biography 
of  Pitkin,  which  older  boys  may  be  recommended  to 
read.  Outside  of  this  volume  there  is  little  material 
on  Pitkin’s  life.  For  additional  information  on  the 
Boxer  rebellion,  Smith’s  “China  in  Convulsion”  may  be 
consulted.  “The  Missionary  Uprising  Among  Stu¬ 
dents”  and  the  latest  report  of  the  Executive  Commit¬ 
tee  of  the  Student  Volunteer  Movement  as  presented  at 
Kansas  City  will  give  the  necessary  information  re¬ 
garding  the  Student  Volunteer  Movement. 

A  map  of  China  should  hang  on  the  walls.  The 
population  of  the  Chinese  Republic  might  be  noted  on 
it  and  the  number  of  Protestant  Christian  churches, 
hospitals,  Christian  schools  and  colleges,  etc.,  might 
be  printed  on  a  sheet  of  paper  and  pinned  over  a  cor¬ 
ner  of  the  map.  The  average  Protestant  parish  in  the 
United  States  (about  600)  and  that  of  each  missionary 
in  China  (about  111,000)  might  be  contrasted  by 
means  of  a  chart  prepared  by  one  of  the  boys.  The 
flag  of  the  Republic  and  the  old  Dragon  flag  of  China 
and  a  picture  of  Yuan  Shih  Kai,  if  these  are  available, 
should  also  be  given  a  place  on  the  wall. 

SUGGESTED  PROGRAM 

1.  Hymn:  “Jesus  calls  us  o’er  the  tumult.” 

2.  Opening  prayer. 


49 


3.  Scripture  Reading:  Luke  14:  25-35. 

4.  Five  four-minute  papers  or  talks  on  the  follow¬ 
ing  topics : 

(1)  Tell  of  the  chief  events  and  characteristics 
of  Pitkin’s  school  life. 

(2)  How  did  his  college  course  differ  from 
that  of  the  average  undergraduate? 

(3)  What  were  the  various  influences  leading 
up  to  his  decision  to  be  a  foreign  missionary  ? 

(4)  Describe  the  Student  Volunteer  Movement 
and  tell  how  Pitkin  was  related  to  it. 

(5)  Describe  the  help  Pitkin  was  able  to  give 
to  the  missionary  work  in  China. 

5.  Hymn:  “Am  I  a  soldier  of  the  cross?” 

6.  An  eight  or  ten-minute  paper  on  the  cause,  ex¬ 
tent  and  results  of  the  Boxer  Uprising.  (This 
may  be  given  by  a  student  or  one  of  the  teachers 
may  be  asked  to  talk  on  the  subject.) 

7.  Two  more  four-minute  talks  or  papers  on: 

(1)  How  Pitkin  met  his  death. 

(2)  The  memorial  services  held  for  Pitkin 
(with  quotations  of  a  few  things  said  at  these 
times). 

8.  Hymn :  “For  all  the  saints  who  from  their 

labors  rest.” 

9.  Several  sentence  prayers  that  the  devotion  of 
Pitkin  to  the  Master  and  His  Kingdom  may  char¬ 
acterize  all  of  us,  and  that  the  New  China  may 
soon  become  a  truly  Christian  nation. 


50 


SOME  MISSIONARY  BOOKS  FOR  BOYS 


A  Memorial  of  Horace  Tracy  Pitkin.  Robert  E.  Speer. 
Revell.  $1.00. 

Adventure  of  a  Bullet.  Bernard  Upward.  L.  M.  S. 
Is.  6d. 

Among  the  Mongols.  James  Gilmour.  Revell.  $1.00. 
Ann  of  Ava.  Ethel  D.  Hubbard.  M.  E.  M.  40  cents; 
60  cents. 

Black  Bearded  Barbarian,  The.  Marian  Keith.  M.  E. 
M.  40  cents ;  60  cents. 

By  Canoe  and  Dog  Train.  Egerton  R.  Young.  Eaton 
&  Mains.  $1.25. 

Chinese  Heroes.  I.  T.  Headland.  Eaton  &  Mains. 

$1.00. 

Greatheart  of  Papua.  W.  P.  Nairne.  L.  M.  S.  2s. 
James  Gilmour  and  His  Boys.  R.  Lovett.  Revell. 
$1.25. 

Judson  the  Pioneer.  J.  Mervin  Hull.  American  Bap¬ 
tist  Publication  Society.  40  cents ;  60  cents. 

Life  and  Adventure  in  the  “Land  of  Mud.”  Alfred 
Hardy.  Kelley.  2s.  6d. 

Livingstone  the  Pathfinder.  Basil  Mathews.  M.  E.  M. 
40  cents ;  60  cents. 

Muslin  Sir  Galahad,  A.  Henry  O.  Dwight.  Revell. 

$1.00. 

Tales  of  the  Arabs.  Hume  Griffith.  Religious  Tract 
Society.  Is.  6d. 


51 


The  Romance  of  Missionary  Heroism.  John  C.  Lam¬ 
bert.  Lippincott.  $1.50. 

Uganda’s  White  Man  of  Work.  Mrs.  Sophia  L.  Fahs. 
M.  E.  M.  40  cents;  60  cents. 

Under  Marching  Orders.  Ethel  D.  Hubbard.  M.  E. 
M.  40  cents;  60  cents. 

The  Dragon  and  the  Cross.  Ralph  D.  Paine.  Scrib¬ 
ner’s.  $1.25. 

When  I  Was  a  Boy  in  China.  Yan  Phou  Lee.  Loth- 
rop,  Lee  and  Shepard.  75  cents. 

White  Fire.  John  Oxenham.  American  Tract  So¬ 
ciety.  $1.25. 

Yarns  of  South  Sea  Pioneers.  Basil  Mathews.  United 
Council  for  Missionary  Education.  6d. 

Any  of  the  above  may  be  ordered  at  prices  men¬ 
tioned  from  the  Student  Volunteer  Movement. 


52 


LITERATURE  REFERRED  TO  IN  THIS 

PAMPHLET 


Blaikie,  W.  Garden.  The  Personal  Life  of  David  Liv¬ 
ingstone.  Revell.  $1.50. 

China  Mission  Year  Book,  1913.  Missionary  Educa¬ 
tion  Movement.  $1.50. 

Cochrane,  Thomas.  Survey  of  the  Missionary  Occu¬ 
pation  of  China.  Religious  Tract  Society.  3s.  6d. 

Fahs,  Mrs.  Sophia  L.  Uganda’s  White  Man  of  Work. 
Missionary  Education  Movement.  40  cents ;  60 
cents. 

Gilmour,  James.  Among  the  Mongols.  Revell.  $1.00. 

(Greene  and  Dearing,  Editors.)  The  Christian  Move¬ 
ment  in  Japan.  Missionary  Education  Movement. 
90  cents. 

Hardy,  Arthur  S.  Life  and  Letters  of  Joseph  Hardy 
Neesima.  Houghton,  Mifflin.  $2.00. 

Harrison,  Mrs.  J.  W.  The  Story  of  Mackay  of 
Uganda.  Doran.  $1.50. 

Hubbard,  Ethel  D.  Ann  of  Ava.  Missionary  Edu¬ 
cation  Movement,  40  cents ;  60  cents. 

Hubbard,  Ethel  D.  Under  Marching  Orders.  Mis¬ 
sionary  Education  Movement.  40  cents  ;  60  cents. 

Horne,  Silvester  C.  The  Life  of  David  Livingstone. 
Macmillan.  50  cents. 

Hull,  J.  Mervin.  Judson  the  Pioneer.  American  Bap¬ 
tist  Publication  Society.  35  cents;  50  cents. 

53 


Keith,  Marian.  The  Black  Bearded  Barbarian.  Mis¬ 
sionary  Education  Movement.  40  cents  ;  60  cents. 

Langridge,  A.  K.  Dr.  John  G.  Paton:  Later  Years 
and  Farewell.  Doran.  $1.25. 

Lovett,  Richard.  James  Chalmers.  Revell.  $1.50. 

Lovett,  Richard.  James  Gilmour  and  His  Boys.  Re¬ 
vell.  $1.25. 

Lovett,  Richard.  James  Gilmour  of  Mongolia.  Revell. 
$1.75. 

McDowell,  W.  P.  (and  others).  Effective  Workers  in 
Needy  Fields.  Student  Volunteer  Movement.  35 
cents ;  50  cents. 

(MacGillivray,  Editor.)  The  China  Mission  Year 
Book,  1913.  $1.75. 

Mackay,  George  L.  From  Far  Formosa.  Revell. 
$1.25. 

Mathews,  Basil.  Livingstone  the  Pathfinder.  Mis¬ 
sionary  Education  Movement.  40  cents  ;  60  cents. 

Missionary  Uprising  Among  Students,  The.  5  cents ; 
40  cents  per  dozen. 

“Missionary  Review  of  the  World.”  Funk  and  Wag- 
nalls.  $2.50  a  year;  25  cents  a  copy. 

Murray,  J.  Lovell.  The  Apologetic  of  Modern  Mis¬ 
sions.  Student  Volunteer  Movement.  25  cents, 
paper. 

Paton,  James.  John  G.  Paton.  An  Autobiography. 
Revell.  $1.50. 

Paton,  James.  The  Story  of  John  G.  Paton.  Revell. 
$1.50. 

Report  of  the  Executive  Committee  of  the  Student 

54 


Volunteer  Movement  (as  presented  at  Kansas 
City).  10  cents. 

Sinker,  Robert.  Memorials  of  Ion  Keith-Falconer. 

Deighton,  Bell  &  Co.  $1.85. 

Smith,  Arthur  H.  China  in  Convulsion.  (2  vols.) 
Revell.  $5.00. 

Smith,  George.  The  Life  of  William  Carey,  D.D. 
Dutton.  70  cents. 

Speer,  Robert  E.  A  Memorial  of  Horace  Tracy  Pitkin. 
Revell.  $1.00. 

Speer,  Robert  E.  Servants  of  the  King.  Missionary 
Education  Movement.  40  cents ;  60  cents. 

World  Atlas  of  Christian  Missions.  $4.00,  plus  36 
cents  carriage. 

Zwemer,  Samuel  M.  Islam:  A  Challenge  to  Faith. 

Student  Volunteer  Movement.  35  cents;  $1.00. 
Zwemer,  Samuel  M.  The  Unoccupied  Mission  Fields 
of  Africa  and  Asia.  Student  Volunteer  Move¬ 
ment.  50  cents;  $1.00. 

Zwemer,  Samuel  M.  The  Moslem  Problem  and  Peril. 
Facts  and  Figures  for  Laymen.  Laymen’s  Mis¬ 
sionary  Movement.  5  cents. 

MAPS  AND  PHOTOGRAPHS 


Wall  Maps. 

Africa,  40x50  inches .  $1.25 

China,  36x37  inches .  1.25 

India,  28x33  inches .  1.25 

Japan  and  Korea,  38  x  40  inches .  1.25 


The  Moslem  World,  31  x  32  inches. . .  .75 


55 


Cardboard  Maps  (about  11x14  inches),  Africa, 
China,  India,  Japan  and  Korea,  Moslem  World. 
15  cents  each. 

Large  Outline  Paper  Maps  (28  x  32  inches),  Africa, 
China,  India,  Japan  and  Korea.  20  cents  each. 
Missionary  Map  of  the  World. 

Printed  on  good  muslin,  5  x  9^4  feet,  in  several 
colors,  showing  the  prevailing  religions  of  the 
world,  as  well  as  political  divisions.  $3.00. 
Photographs. 

Photographic  enlargements  can  be  supplied  of  the 
following: 

William  Carey,  James  Chalmers,  James  Gilmour, 
Adoniram  Judson,  Ion  Keith-Falconer,  David 
Livingstone,  Alexander  Mackay,  Mackay  of  For¬ 
mosa  and  Family,  and  Joseph  Hardy  Neesima. 
The  sizes  and  prices  are  as  follows : 


Size  Black  &  White  Sepia 

8  x  10  inches .  $  .50  $1.00 

10  x  12  inches .  1.00  1.50 

11  x  14  inches .  1.00  1.50 

14  x  17  inches .  1.75  2.25 

16  x  20  inches .  2.50  3.50 


Any  of  the  above  may  be  ordered  at  prices  men¬ 
tioned  from  the  Student  Volunteer  Movement,  25 
Madison  Avenue,  New  York  City. 


56 


